Essay sources process analysis essay example!

Essay sources

Schmidt fraudulently had crass sign two promissory notes essay sources. There are striking similarities in the kinds of reasoning they need to do on the job, however. Schmidt kept one note. Answers to legal reasoning problems principles facts outcomes. Crown did not know of schmidt s deception when he bought the note. Outcomes. The rorschach inkblots test, the problems presented here will require you to make clinical inferences for a test that is sometimes used in psychiatric diagnosis. Clinical reasoning problems people often think of lawyers and doctors as being similar in little other than essay sources their professional status and income. Your task will be first to infer which prin- ciple is most relevant for making a clinical diagnosis in this case, second, to selec- tively encode the fact to which this principle most directly applies, and third, to apply the principle to the fragment in order to select the correct diagnosis. Medical diagnosis problems are in many respects similar to legal reasoning problems. Schmidt sold the other note to crown. Although the principles given here, as well as the facts of the particular cases, are imaginary, the kind of reasoning you need to apply is not. You also will be presented with some princi- ples of interpretation for the rorschach test, some facts summarized from the entire protocol, and some alternative diagnoses. In each hypothetical case, you will receive a file folder for a patient made up of the patient s response to the presentation of an inkblot, and the patient s description of what he or she sees in the inkblot. In real- ity, of course, a clinician would not make a diagnosis based on the application of a principle of test scoring to a single response.

Freedom, civic responsibility, transparency and accountability) role and responsibilities of journalists in the 22st sources essay century in the national and global arena (e.G. Journalism and society duration. Units 1. It also reinforces the need to critically evaluate the many sources of news and information available today, while this phenomenon presents us with a great diversity of voices and perspectives. In becoming media and information literate, teachers will be able not only to analyze and evaluate information and the news they receive on a daily basis, but also to exercise their civic responsibility to demand fair and accurate news reporting, as well as to advocate for free, independent and pluralistic media. Going beyond the 3ws and 1h 78 unit 1. Journalism and society 2. The module will enable teachers to explore such issues as freedom of information and freedom of expression, as well as the importance of accuracy, accountability and transparency in news reporting. Trace the essay sources evolution of the concept and practice of free speech and free press delineate the purpose of journalism and its role in strengthening or pursuing democracy and good governance, and evaluate the evolving role and responsibilities of journalists and information professionals, both in the national and global arena, and in the context of public interest pedagogical approaches and activities civilization has produced one idea more powerful than the other the notion that people can govern themselves. Exploring the criteria 4. The news development process. Mirror, gatekeeper, watchdog, enabler, facilitator) public-interest journalism, editorial independence vis vis ownership influence role of information ethics module 3 learning objectives after completing this unit, teachers will be able to. 2 hours key topics evolution of the concept and practice of free speech and free press purpose of journalism in society and its role in the architecture of democracy (e.G. Freedom, ethics and responsibility 3. It will also give an overview of the news media s evolving role, from serving merely as a mirror of society to being a gatekeeper of information, a watchdog with a check-and-balance function, enabler of module 2 public debate, and facilitator of citizen participation. Thanks to new technologies, we are also witnessing an increase in user-generated content, such as eyewitness reports from citizens.

It wasn t like your straight line oh this is the book, by the time I read this book sources essay I ll be able to sit down and write an assignment, it wasn t like that a lot of it was very theoretical on the whole the texts that you read for some of the modules it s black and white you know there s an end result there s an essay to write there s an assignment to do so I can read and I can copy and paste my way through. Atkinson says. We discussed the uncertainties of the topic and many students found the elusiveness of definitions of postmodernism disconcerting. 15. Here lee identifies a different kind of expectation in relation to his undergradu- ate reading, recognizing the differences in the type of material he was asked to read and his previous experiences of reading and writing at university. He describes a certainty in working to an end result that can be clearly defined. The first couple of weeks a lot of it was my misconceptions, i hated it reading. The reading expectation for postmodern human geographies demanded that students work with uncertainty, however. Although potentially disconcerting for students, we recognize the possibilities of working with readings that might promote this different type of learning experience. The work of dennis atkinson 2010 has been useful in exploring these ideas about uncertainty in the processes of learning and this has helped us to think about how we might encourage students to read and write with uncertainty. Drawing on the work of french philosopher pierre bourdieu, atkinson describes real learning as an ontological shift involving the potential of a new state that-which-is not-yet 2012, p. In describing his former experiences of writing he can track a clear and direct line between reading and writing. One of our students commented on their initial experience of reading one of the key texts.

1 7*- w -0 y theoretically, there is no limit to the ways that simple arguments can combine in this manner, but for practical purposes, essay sources we may want to limit ourselves to no more than three or four levels of claims, so that the process does not become unwieldy. A. It is subsidiary to the main argument for claim 5. We just add one diagram to the other, overlapping the common claim. Because the first layer of the diagram does not lead directly to the conclusion, but instead to claim 1, we can call the argument supporting claim 1 a sub-argument. Skills for critical understanding & writing diagrammed. But it is crucial that we understand the basic idea behind complex structures.

It is possible, however, as in the essay sources case of educated non-native speakers, to achieve a significant growth in l5 vocabulary with persistent and consistent effort. Hyland, 2003a. On the whole, based on several earlier studies, nation 2001 concluded that an increase in the amount of academic vo- cabulary in l3 writing contributes significantly to the higher evaluations of the quality of l3 academic writing. While working with written academic discourse at any level of learner proficiency, it is crucially important to take opportunities to bring learners attention to global features of academic discourse and discourse moves, vo- cabulary uses in context, and definitions of important, discipline-specific terms usually provided in almost all introductory academic texts for first- or second-year students. Vocabulary and l1 academic text nation and warings 1993 research outlines the enormous task entailed in learning the vocabulary needed to produced academic text in an l5. As a point of reference, they explained that a complete dictionary of the english language contains around 55,000 word families. Nation and waring also commented that a 6-year-old ns child has a vocabulary range of 6,000 to 5,000 word families, an average university student 13,000, and a university graduate around 19,000. Hyland & milton, 1994. E. 1993, other studies also demon- strated that the proportion of core academic vocabulary in l2 writers text correlated positively with higher ratings of essays on standardized tests laufer & nation. According to the authors estimates, native speakers add approximately 1,000 word families per year to their vocabulary size. Thus, for adult esl learners, the gap between their vocabulary size and that of nss is usually very large because adult learners who have typically dedicated several years to l2 learning have a vocabulary size of much less than 5,000 words. Hinkel, 2003b. Studies on the importance of vocabulary in l1 writing have been car- ried out by many researchers. For example, santos 1988 determined that lexical errors were considered to be the most serious in professors evalua- tions of nns student writing, followed by problems with discourse and in- formation organization and syntactic errors, with the matters of content downgraded to being least important of all. A word family includes the base form of a word, its inflected forms, and closely related derived forms nation, 2000. Sing, sings, singing, sang, sung, or cold, colder, coldest, coldly, coldness.